Exploring Washington Landmarks

Lesson Overview

Grade: 1st
Duration: 30 minutes
Class Size: 15 students
Unit: Discovering Washington, DC (Lesson 4 of 5)
Topic: Exploring Landmarks of Washington, DC

---

Learning Objectives

I can…

• Identify important landmarks in Washington, DC using a map.
• Draw and describe at least one Washington, DC landmark.
• Explain why Washington, DC landmarks are important to our country’s history and culture.

---

Common Core State Standards Alignment

CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts to name a topic and supply some information about the topic.

CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Note: While the lesson is social studies focused, these ELA standards support communication and comprehension skills foundational to social studies.

---

Materials Needed

• Large wall-sized map of Washington, DC (simplified, colorful for 1st graders)
• Pre-drawn landmark templates (Lincoln Memorial, Capitol Building, Washington Monument, White House, Smithsonian Castle) for students to color or add details
• Push pins or velcro dots for attaching drawings to the map
• Marker to label landmarks on the map
• Dyslexia-friendly reading cards with short, simple text about each landmark (using clear fonts, high contrast)
• Picture flashcards of landmarks for visual support

---

Success Criteria

• Students actively participate in identifying and discussing landmarks using the map.
• Each student completes and pins their landmark drawing on the map.
• Students articulate at least one fact about a landmark, showing understanding of why it’s important.

---

Lesson Procedure

1. Introduction (5 minutes)

• Gather students on the carpet around the large map.
• Briefly review the concept of landmarks and explain that Washington, DC has many special places important to the country.
• Use picture flashcards to introduce 3-5 landmarks with simple facts and show where they are on the map.

I can ask and answer questions about landmarks.

Differentiation: Use visual and verbal cues to support ELL and special education students.

---

2. Guided Drawing & Discussion (15 minutes)

• Students pick a landmark template to color and add details to (provide crayons and colored pencils).
• Encourage students to think about what makes their landmark special (prompt with questions like “Why do you think this building is important?”).
• Once finished, each student pins their drawing to the correct location on the wall map.
• Invite each student to say the name of their landmark and share a small fact learned.

I can describe and place Washington, DC landmarks on a map.

Differentiation:

• Provide dyslexia-friendly reading cards with simple facts for students to read or have read aloud.
• Allow extra time or adult support for drawing as needed.

Extension:

• Advanced learners can write 1-2 sentences about their landmark using sentence starters like “The Lincoln Memorial is…” or “People visit the Washington Monument because…”.

---

3. Wrap-Up & Reflection (10 minutes)

• Facilitate a whole group discussion reviewing each landmark’s importance to Washington, DC and the country.
• Ask open-ended questions: “Which landmark would you like to visit? Why?”
• Recap with “I can…” statements and confirm if success criteria were met by asking individual students.

---

Differentiation Strategies

• Use multi-sensory approaches (visual, verbal, hands-on drawing).
• Offer peer or teacher support with reading and writing.
• Use clear, dyslexia-friendly fonts and high-contrast colors on reading materials.
• Allow choice in landmark selection to engage diverse interests.

---

Extension Activities

• Create a “Landmark Booklet” to take home with their drawings and sentences.
• Virtual tour videos of Washington, DC landmarks (short, child-friendly clips) for home or tech time.
• Role-play visiting a landmark and describing it in their own words to classmates.

---

Assessment

• Observation of student participation during map activity and discussion.
• Completion and correct placement of landmark drawings.
• Informal oral questioning to assess knowledge of facts about landmarks.
• Collection of written sentences for advanced learners (optional).

---

This engaging, hands-on lesson integrates social studies with literacy skills aligned to Common Core standards, making Washington, DC’s landmarks memorable and meaningful for first graders while supporting diverse learners.